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For many years, teachers in Singapore have been teaching history as a subject where there is a body of facts that pupils have to remember and recall during examinations. The majority of these teachers were also taught history in a similar manner. In 1998 syllabus revisions took into account the need to include the process of history. Assessment changed and pupils were expected to answer a compulsory sourcebased question. This revision was introduced to schools for the graduating classes in 2001. The first cohort of pupils to sit for national examinations and to answer compulsory source-based questions was 2002. However, because of the lack of lead time from syllabus implementation to the first national examinations, teachers were trained only in setting source-based examination questions and how to mark source-based questions. It is difficult for these teachers to 'know' how to teach historical understanding skills like interpretation and enquiry without proper training given to them. This paper discusses a continuing study and the initial findings on teacher characterisation of historical interpretation and enquiry, four years after source-based questions were included into the syllabi. Based on a pilot study of the research this paper discusses two teachers' characterisation of historical interpretation and enquiry and talks about the implications on this characterisation in training pupils for historical understanding.
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CRP 7/04 THD
Appears in Collections:CRPP - Research Reports

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